International Students In Australia
Table of Contents
Abstract This paper discusses research undusted on how international students adapt to a new study circumstance, and what area they are not satisfied within the new country. 78 students from the result of this report , we found that most international students have culture shock, have difficulties with an imitating academic conventions, government treats.
1. Introduction International student numbers have dramatically increased in Australia over the last decade. Universities have been obliged to make changes to their intake requirements and provide a transition pathway to assist international student to become familiar with Western academic conventions. Much research has been …show more content…
conducted on the needs of IS at university level but very little of this research includes the actual perspectives of the IS. This research aimed to provide an insight into the student’s views on their experiences in transition to university. It was hoped that the IS responses would provide educators with specific information to assess and enhance their teaching methods and content to facilitate IS adaptation of academic conventions.
Sydney Institute of Business and Technology (SIBT) is an education institute in NSW that provides pathway programs for entry into Macquarie University. Academic Culture and Learning (CAL) is not-for-credit compulsory unit that teaches academic English. There were classes in CAL at the time of the research and the research is conducted on all of the classes. The research focused on three areas of student experience in their transition to Western university and was conducted early in the first few weeks of the students’ semester. Firstly, the students were asked about their orientation to SIBT and study. This area of research also involved ascertaining the students’ experience of culture shock and its perceived impact on their attitude to study. Secondly, students were asked about their difficulties to date with comprehending and adopting Western academic conventions. Thirdly, students were asked to respond to questions regarding to government policy on IS issues. This latter area of the research aimed to ascertain how knowledge of public policy might influence the development of attitudes towards the new culture and, therefore, indirectly, influence orientation toward the academic institution. 2. Literature Review Various students her investigated the role of culture shock and its influence on influence on international students and their adaptability to a new academic culture (Brick, Xia, Paltridge, Mayso and Schapper) . Some student studies have discussed the role that government should play in assisting international student. First, Brick (2006) and Xia (2009) think it is beneficial to have social support to help people accept the new culture. Xia does not mention pre-departure training and language learning or support but Brick does. Moreover, Xia states that mental and emotional needs require support but Brick suggests that people need social support. Secondly, Dunworth (2010), Grey and Murray (2011) and Owens (2011) discussed how universities should prepare international students to adopt to academic life. All of them are intended to help international students with academic skills. However, Dunworth for cusses on language skills while grey and Murray and Owens pay attention to oral communication and writing skills respectively. Finally, Margison (2011) and Paltridge, Mayso and Schapper (2012) argue that international students have problems within all focus of the new culture ,social, political and economic. Moreover, both of them agree international students should not have their needs satisfied by the educational marketing. On the contrary, Paltridge , Maryso and Schopper discuss the issue from the international student perspective but Marginson approaches more from national and international perspective. Moreover , both of them suggest local government should provide international students with support in accommodation and health service and also in other areas. Also, Margonson advice that the significant aspect is federal government changes with in education sanitation is helpful.
3. Method
3.1 Participants The participants were 78 culture and learning students enrolled at Sydney institute of Business and Technology (sibt). Most students were from china and a few from other Asian and non-Asian countries.
3.2 Procedures The research requite that students be permitted to complete a 29 question questionnaire in class time. Students did so and completed the survey online.
3.3 Measures The questions covered three main topic orientations to study in new academic context and effects of culture shock, adjusting to and adopting new academic convention; and consideration of public policy.
A number of questions were short answer but the last question asked for personal written response.
4. Results The result indicated that some students have challenge in adapting to Austrian’s academic culture. The culture shock answers indicted that about half of the students experienced culture shock such as homesick and loneliness. The ways that they deal and with culture shock either spending tie with friends or trying to make friend. Adjusting to academic was found to be problematic. About 50% of students found it difficult to understand lectures. There were 50% student who tried to overcome this problem by taking as many notes as possible .
5. Discussion
5.1 Orientation to the Academic …show more content…
Conventions As Brick (2006,p.18) states “culture shock is the nave given to a wide range of symptoms which result when a person is found to carry out the normal functions of daily life in unfamiliar ways” Most students are affected by culture shock . The survey shows students have experienced culture shock symptoms such as homesick, loneliness. Guthrie (cited in Brich 2006, p.162) states that the unfamiliar culture demands a conscious effort to understand things which are unconsciously processed in a person’s own lustre. This includes unfamiliar language behaviour and situations. The effort to understand cause mortal , tiredness or cognitive fatigue. “International students come to a new place: They are no confident to Adopt to the new place based on their home culture. “If depression, anxiety and feelings of helpless accumulate, the degree and extend of psychosis disorientation may be deeper and deeper” (Xia 2009, p.99)
5.2 Adoption of Academic Conventions Students have many difficulties with understanding academic content and applying academic conventions. Brick (cited in Dunworth 2010, p.5) states English language skills. Also, Grey and Murray (2006, p.276) state that students lack communication skill. Moreover, students may be difficult following lectures writing essays, sharing ideas in tutorial class. Additionally, Grey and Murray (2011, P.27) assert that students lack of oral communication skills will influence their adoption of new academic convention. All can directly inhibit the English academic students application to academic culture and their ability to study.
5.3 Attitudes to Public Policy International students are also dissatisfied with political conditions which also affect their attitude to study. In Australia. They include unequal transport fees, the inability to work over 20 hours, the cost of medical services and the cost travel, inability to get finical support. For example, many students complained of unequal transport fee: The 18 of 78 students think the cost of travel is barriers [sic] (The student 4 Research Group 1 2013) There are many fu
6. Conclusion The most significant findings of this report include three aspects of overseas students studying abroad.
Regarding the result of the report, it indicates that those three aspects which are culture shock, academic conventions and political discrimination have influence on overseas students’ ability to study. There are two limitations with the research survey, number of participants and restriction of location. The number of students in the survey is 78. It is a limited number to represent all overseas students. In addition, the survey only focuses on Sydney. It is difficult to represent all Australian universities. On the other hand, the area where further research would be beneficial includes the tuition fees for overseas students have to pay much more tuition fee than local students.
7. Recommendations
7.1 Students Student who will come to Australia for study may face the problem of culture shock, academic conventions and discriminations in political policy. There are some recommendations for students to avoid these problems. First, student could undergo pre-departure training to help them to develop a flexible and open attitude when interacting with people of different cultural background. Second to satisfy the academic convention, students should buy some similar text book and do practice before coming to Australia for study. Last but not least, student can do part time work to earn money for their life.
7.2 Government and
Universities There are some recommendations for Government and universities can take toward overcoming difficulties that IS encounter in adopting academic conventions. First, Marginson ( 2011 P.29) states government can help international student by financial support, for example welfare and housing can also provide scholarships for IS. Second, Paltridge, Mayson & Schapper (2012,p.31) state IS should have the same treatment as the local students whether socially, economically, politically or culturally. To conclude, Government and universities should provide some help for the international student weather financial support and the academic help, to facilitate the student to have an easier life in Australia.
8. References
Brick, J 2006, ‘Academic culture: a student’s guide to studying at university’, NCELTER, Macquarie University, Sydney, pp. 161-3.
Dunworth, K 2010, ‘Clothing the emperor: addressing the issue of English language proficiency in Australian universities’, Australian Universities Review, vol. 52, no. 2, pp. 5-9.
Gray, FE & Murray, N 2011, “A distinguishing factor’ : oral communication skills in new accountancy graduates’, Accounting Education, vol. 20, no. 3, June, pp. 275-294.
Marginson, S 2011, ‘It’s a long way down: the underlyixxxxng tensions in the education export industry’, Australian University Review, vol. 53, no. 2, pp. 21-60.
Owens, A 2011, ‘Supporting and evaluating transitional learning for international university students’, Australian Universities Review, vol. 53, no. 1, pp. 61-71.
Paltridge, T, mayson, S & Schapper, J 2012, ‘Covering the gap: social inclusion, international students and the role of local government’, Australian Universities Review, vol. 54, no. 2, pp. 73-85.
Xia, J 2009, ‘Analysis of impact of culture of culture shock on individual psychology’, International Journal of Psychological Studies, vol. 1, no. 2, December, pp. 97-101.
Abstract This paper discusses research undusted on how international students adapt to a new study circumstance, and what area they are not satisfied within the new country. 78 students from the result of this report , we found that most international students have culture shock, have difficulties with an imitating academic conventions, government treats.
1. Introduction International student numbers have dramatically increased in Australia over the last decade. Universities have been obliged to make changes to their intake requirements and provide a transition pathway to assist international student to become familiar with Western academic conventions. Much research has been …show more content…
conducted on the needs of IS at university level but very little of this research includes the actual perspectives of the IS. This research aimed to provide an insight into the student’s views on their experiences in transition to university. It was hoped that the IS responses would provide educators with specific information to assess and enhance their teaching methods and content to facilitate IS adaptation of academic conventions.
Sydney Institute of Business and Technology (SIBT) is an education institute in NSW that provides pathway programs for entry into Macquarie University. Academic Culture and Learning (CAL) is not-for-credit compulsory unit that teaches academic English. There were classes in CAL at the time of the research and the research is conducted on all of the classes. The research focused on three areas of student experience in their transition to Western university and was conducted early in the first few weeks of the students’ semester. Firstly, the students were asked about their orientation to SIBT and study. This area of research also involved ascertaining the students’ experience of culture shock and its perceived impact on their attitude to study. Secondly, students were asked about their difficulties to date with comprehending and adopting Western academic conventions. Thirdly, students were asked to respond to questions regarding to government policy on IS issues. This latter area of the research aimed to ascertain how knowledge of public policy might influence the development of attitudes towards the new culture and, therefore, indirectly, influence orientation toward the academic institution. 2. Literature Review Various students her investigated the role of culture shock and its influence on influence on international students and their adaptability to a new academic culture (Brick, Xia, Paltridge, Mayso and Schapper) . Some student studies have discussed the role that government should play in assisting international student. First, Brick (2006) and Xia (2009) think it is beneficial to have social support to help people accept the new culture. Xia does not mention pre-departure training and language learning or support but Brick does. Moreover, Xia states that mental and emotional needs require support but Brick suggests that people need social support. Secondly, Dunworth (2010), Grey and Murray (2011) and Owens (2011) discussed how universities should prepare international students to adopt to academic life. All of them are intended to help international students with academic skills. However, Dunworth for cusses on language skills while grey and Murray and Owens pay attention to oral communication and writing skills respectively. Finally, Margison (2011) and Paltridge, Mayso and Schapper (2012) argue that international students have problems within all focus of the new culture ,social, political and economic. Moreover, both of them agree international students should not have their needs satisfied by the educational marketing. On the contrary, Paltridge , Maryso and Schopper discuss the issue from the international student perspective but Marginson approaches more from national and international perspective. Moreover , both of them suggest local government should provide international students with support in accommodation and health service and also in other areas. Also, Margonson advice that the significant aspect is federal government changes with in education sanitation is helpful.
3. Method
3.1 Participants The participants were 78 culture and learning students enrolled at Sydney institute of Business and Technology (sibt). Most students were from china and a few from other Asian and non-Asian countries.
3.2 Procedures The research requite that students be permitted to complete a 29 question questionnaire in class time. Students did so and completed the survey online.
3.3 Measures The questions covered three main topic orientations to study in new academic context and effects of culture shock, adjusting to and adopting new academic convention; and consideration of public policy.
A number of questions were short answer but the last question asked for personal written response.
4. Results The result indicated that some students have challenge in adapting to Austrian’s academic culture. The culture shock answers indicted that about half of the students experienced culture shock such as homesick and loneliness. The ways that they deal and with culture shock either spending tie with friends or trying to make friend. Adjusting to academic was found to be problematic. About 50% of students found it difficult to understand lectures. There were 50% student who tried to overcome this problem by taking as many notes as possible .
5. Discussion
5.1 Orientation to the Academic …show more content…
Conventions As Brick (2006,p.18) states “culture shock is the nave given to a wide range of symptoms which result when a person is found to carry out the normal functions of daily life in unfamiliar ways” Most students are affected by culture shock . The survey shows students have experienced culture shock symptoms such as homesick, loneliness. Guthrie (cited in Brich 2006, p.162) states that the unfamiliar culture demands a conscious effort to understand things which are unconsciously processed in a person’s own lustre. This includes unfamiliar language behaviour and situations. The effort to understand cause mortal , tiredness or cognitive fatigue. “International students come to a new place: They are no confident to Adopt to the new place based on their home culture. “If depression, anxiety and feelings of helpless accumulate, the degree and extend of psychosis disorientation may be deeper and deeper” (Xia 2009, p.99)
5.2 Adoption of Academic Conventions Students have many difficulties with understanding academic content and applying academic conventions. Brick (cited in Dunworth 2010, p.5) states English language skills. Also, Grey and Murray (2006, p.276) state that students lack communication skill. Moreover, students may be difficult following lectures writing essays, sharing ideas in tutorial class. Additionally, Grey and Murray (2011, P.27) assert that students lack of oral communication skills will influence their adoption of new academic convention. All can directly inhibit the English academic students application to academic culture and their ability to study.
5.3 Attitudes to Public Policy International students are also dissatisfied with political conditions which also affect their attitude to study. In Australia. They include unequal transport fees, the inability to work over 20 hours, the cost of medical services and the cost travel, inability to get finical support. For example, many students complained of unequal transport fee: The 18 of 78 students think the cost of travel is barriers [sic] (The student 4 Research Group 1 2013) There are many fu
6. Conclusion The most significant findings of this report include three aspects of overseas students studying abroad.
Regarding the result of the report, it indicates that those three aspects which are culture shock, academic conventions and political discrimination have influence on overseas students’ ability to study. There are two limitations with the research survey, number of participants and restriction of location. The number of students in the survey is 78. It is a limited number to represent all overseas students. In addition, the survey only focuses on Sydney. It is difficult to represent all Australian universities. On the other hand, the area where further research would be beneficial includes the tuition fees for overseas students have to pay much more tuition fee than local students.
7. Recommendations
7.1 Students Student who will come to Australia for study may face the problem of culture shock, academic conventions and discriminations in political policy. There are some recommendations for students to avoid these problems. First, student could undergo pre-departure training to help them to develop a flexible and open attitude when interacting with people of different cultural background. Second to satisfy the academic convention, students should buy some similar text book and do practice before coming to Australia for study. Last but not least, student can do part time work to earn money for their life.
7.2 Government and
Universities There are some recommendations for Government and universities can take toward overcoming difficulties that IS encounter in adopting academic conventions. First, Marginson ( 2011 P.29) states government can help international student by financial support, for example welfare and housing can also provide scholarships for IS. Second, Paltridge, Mayson & Schapper (2012,p.31) state IS should have the same treatment as the local students whether socially, economically, politically or culturally. To conclude, Government and universities should provide some help for the international student weather financial support and the academic help, to facilitate the student to have an easier life in Australia.
8. References
Brick, J 2006, ‘Academic culture: a student’s guide to studying at university’, NCELTER, Macquarie University, Sydney, pp. 161-3.
Dunworth, K 2010, ‘Clothing the emperor: addressing the issue of English language proficiency in Australian universities’, Australian Universities Review, vol. 52, no. 2, pp. 5-9.
Gray, FE & Murray, N 2011, “A distinguishing factor’ : oral communication skills in new accountancy graduates’, Accounting Education, vol. 20, no. 3, June, pp. 275-294.
Marginson, S 2011, ‘It’s a long way down: the underlyixxxxng tensions in the education export industry’, Australian University Review, vol. 53, no. 2, pp. 21-60.
Owens, A 2011, ‘Supporting and evaluating transitional learning for international university students’, Australian Universities Review, vol. 53, no. 1, pp. 61-71.
Paltridge, T, mayson, S & Schapper, J 2012, ‘Covering the gap: social inclusion, international students and the role of local government’, Australian Universities Review, vol. 54, no. 2, pp. 73-85.
Xia, J 2009, ‘Analysis of impact of culture of culture shock on individual psychology’, International Journal of Psychological Studies, vol. 1, no. 2, December, pp. 97-101.